Argument structure as an interactive resource by undergraduate students
DOI:
https://doi.org/10.1558/lhs.v9i3.277Keywords:
Discourse analysis, interactive resources, schematic structure, genre-based approach in writing, academic argument, high- and low-graded essays, EAPAbstract
The present study compares high-graded essays (HGEs) with low-graded essays (LGEs) as well as essays written by international students from East-Asian countries with those written by local students in Australia in terms of their use of structures. An Australian genre-based approach within a Systemic Functional Linguistics framework was basically utilized to analyse the undergraduate students’ construction of argument structure. However, in the process of applying the existing frameworks to the given contexts, some revisions were required to analyse the delicate levels of schematic structure. Further, social approaches in writing were incorporated to stress an interpersonal perspective of genre termed interactive resources. Analysis results along with ethnographic data reveal that while not many differences between L1 and l2 writers were identified, significant structural differences were found between HGEs and LGEs. HGEs display a much more direct way of organising information than LGEs, in particular, within the discourse semantic or paragraph level of the structure. The educational and theoretical implications of using structure as an interactive resource are discussed in relation to teaching an academic argument in EAP (English for Academic Purposes) courses at university
References
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Hyland, K. (2007) Genre pedagogy: Language, literacy and L2 writing instruction: Journal of Second Language Writing 16(3): 148–164. http://dx.doi.org/10.1016/j.jslw.2007.07.005
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Ivani?, R. (1994) I is for interpersonal: Discoursal construction of writer identities and the teaching of writing. Linguistics and Education 6 (1): 3–15. http://dx.doi.org/10.1016/0898-5898(94)90018-3
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Johns, A. M. (2003) Genre and ESL/EFL composition instruction. In B. Kroll (ed.) Exploring the Dynamics of Second Language Writing, 195–217. Cambridge: Cambridge University Press.
Johns, A. M. (2011) The future of genre in L2 writing: Fundamental, but contested, instructional decisions. Journal of Second Language Writing 20 (1): 56–68. http://dx.doi.org/10.1016/j.jslw.2010.12.003
Kachru, Y. (2000) Culture, context, and writing, In E. Hinkel (ed.) Culture in Second Language Teaching and Learning, 75–89. Cambridge: Cambridge University Press.
Kamimura, T. and Oi, K. (1998) Argumentative strategies in American and Japanese English. World Englishes, 17 (3): 307–323. http://dx.doi.org/10.1111/1467-971X.00106
Kirkpatrick, A. (1997) Traditional Chinese text structures and their influence on the writing in Chinese and English of contemporary Mainland Chinese students. Journal of Second Language Writing 6 (3): 223–244. http://dx.doi.org/10.1016/S1060-3743(97)90013-8
Kubota, R. (1998) An investigation of L1-L2 transfer in writing among Japanese university students: Implications for contrastive rhetoric. Journal of Second Language Writing 7 (1): 69–100. http://dx.doi.org/10.1016/S1060-3743(98)90006-6
Kubota, R. and Lehner, A. (2004) Toward critical contrastive rhetoric. Journal of Second Language Writing, 13 (1): 7–27. http://dx.doi.org/10.1016/j.jslw.2004.04.003
Lee, S. H. (2006) The Use of Interpersonal Resources in Argumentative/persuasive Essays by Tertiary Students. Unpublished PhD thesis, University of Sydney, Australia.
Lee, S. H. (2008a) The Use of Interpersonal Resources in Argumentative/persuasive Essays: Cross-cultural and Grade-based Differences between ESL and Australian Tertiary Students. Saarbrücken: VDM Verlag Dr M?ller.
Lee, S. H. (2008b) An integrated framework for the analysis of argumentative/persuasive essays from an interpersonal perspective. Journal of Text and Talk, 28 (2): 239–270. http://dx.doi.org/10.1515/TEXT.2008.011
Lee, S. H. (2010a) Command strategy by balancing authority and respect by undergraduate students. Journal for English for Academic Purposes 9 (1): 61–75. http://dx.doi.org/10.1016/j.jeap.2009.11.001
Lee, S. H. (2010b) Attribution in high-and low-graded persuasive essays by tertiary students. Journal of Functions of Language 17 (2): 181–206. http://dx.doi.org/10.1075/fol.17.2.02lee
Lewin, B. A., Fine, J. and Young, L. (2010) Expository Discourse: A Genre-Based Approach to Social Science Research Texts. London: Continuum.
Li, X (2008) From contrastive rhetoric to intercultural rhetoric. In U. Connor, E. Nagelhout and W. V. Rozycki (eds) Contrastive Rhetoric: Researching to Intercultural Rhetoric, 11–24. Amsterdam and Philadelphia, PA: John Benjamins Publishing Company.
Liu, X. (2012) Contrastive Rhetoric Research of English and Chinese: An Expanded and Ecological Approach. Unpublished PhD thesis. The University of Reading, England.
Mann, W. C., and Thompson, S. A. (1988) Rhetorical structure theory: Toward a functional theory of text organization Text, 8 (3): 243–281. http://dx.doi.org/10.1515/text.1.1988.8.3.243
Martin, J. R. (1995) Text and clause: Fractal resonance. Text, 15 (1): 5–42. http://dx.doi.org/10.1515/text.1.1995.15.1.5
Martin, J. R. (1998) Linguistics and the consumer: The practice of theory. Linguistics and Education 9 (4): 411–448. http://dx.doi.org/10.1016/S0898-5898(97)90008-5
Martin, J. R. (1999) Modelling context: A crooked path of progress in contextual linguistics (Sydney SFL). In M. Ghadessy (ed.) Text and Context in Functional Linguistics, 25–61. Amsterdam: Benjamins.
Martin, J. R. (2000) Appraising discourse: Co-constructing genres. Paper presented at Department of Linguistic, University of Sydney.
Martin, J. R. (2003) Language, register and genre. In A. Burns and C. Coffin (eds). Analysing English in a Global Context, 150–161. London: Routledge.
Martin, J. R. and Rose, D. (2008) Genre Relations: Mapping Culture. London and Oakville, CT: Equinox.
Mauranen, A. (2001) Descriptions or explanations? Some methodological issues in Contrastive Rhetoric. In M. Hewings (ed.) Academic Writing in Context, 43–54. Birmingham: The University of Birmingham Press.
Mohan, B. and Lo, W. (1985) Academic writing and Chinese students: Transfer and developmental factors. TESOL Quarterly 19 (8): 515–554. http://dx.doi.org/10.2307/3586276
Ostler, S. E. (2002) Contrastive rhetoric: An expanding paradigm. In J. Flowerdew (ed.) Academic Discourse, 167–181. Harlow: Pearson Education.
Paltridge, B. (2001) Genre and the Language Learning Classroom. Michigan Teacher Training.
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Published
2014-06-03
Issue
Section
Articles
How to Cite
Lee, S. H. (2014). Argument structure as an interactive resource by undergraduate students. Linguistics and the Human Sciences, 9(3), 277-306. https://doi.org/10.1558/lhs.v9i3.277
